the International Global Citizen's Award is a worldwide, grassroots programme to promote and recognise the development of young people as global citizens. Invovles, research, reflection and action. Programme is run and awards made by centres around the world. Non-competitive programme to work with young people to help them make the world a better place. Can be operated in any language and country.
2. Promoting and recognising development
as global citizens:
The International Global Citizen's Award
Boyd Roberts, 16 November 2011
国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
3. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
An international programme to
promote and recognise
development of (young) people,
aged 11 and above, as better
global citizens
4. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
A framework within which existing
work and activities in schools can
be included and shaped, but
focusing on the development of
individual students.
5. You
• A teacher
• B school administrator
• C work for NGO or other
organisation
• D consultant
• E other
6. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
Thinking behind the Award
Comments, questions etc etc
The IGC Award – an outline of the
structure
Comments, questions etc
The IGC Award in practice
Final questions, comments etc.
7. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
Basic thinking behind the Award
8. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
1. In our interconnected global world
we are affected by and have impact
upon the environment and people on a
global scale
although we may not be aware of this.
9. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
In our interconnected global world
the global
is in is in
the local
10. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
We can get a sense of the global by
examining the local with an informed
“global gaze” (Harriet Marshall).
We don’t fully understand the local
without an informed sense of the global.
11. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
2.
Teachers doing is not the same as, and
does not always lead to students
learning.
When it comes to our global work, what
do we expect, and how do we know it’s
working?
12. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
3. There are different levels of
engagement with our global world.
13. ACT Practical engagement
Now what?
CARE Attitudes and values
about
So what?
Knowledge
AWARE
What?
Levels of engagement with global issues
14. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
4. In our interconnected global world,
we all have global impact,
but we are not all good global
citizens.
15. ACT
CARE
about
Global
citizenship
AWARE Global
awareness
15
16. good
A / global citizen is…
• informed
• principled
• active
on issues from local to
global levels
17. Levels of global engagement
Global citizenship
Informed Be aware Head
Principled Be moved Heart
Active Be involved Hands
Oxfam Montessori
18. Oxfam sees the Global Citizen as
someone who…
is aware of the wider world and has a
sense of their own role as a world
citizen
respects and values diversity
has an understanding of how the
world works
19. Oxfam sees the Global Citizen
as someone who…
is outraged by social injustice
participates in the community – from
local to global levels
is willing to make the world a fairer
and more sustainable place
takes responsibility for their actions
20. Aspects of the Global Citizen
KNOWLEDGE
can be taught or learned
21. Aspects of the Global Citizen
SKILLS
can be taught or learned
22. Aspects of the Global Citizen
ATTITUDES
& VALUES
“caught not taught”
23. Aspects of the Global Citizen
ACTION /
PARTICIPATION
can be led or facilitated
24. Aspects of the Global Citizen
KNOWLEDGE
KNOWLEDGE ATTITUDES ACTION &
& VALUES PARTICIPATION
SKILLS
SKILLS
Traditional Ethos
curriculum Experience
realm Impact
Teacher Role model Leader
Instructor Mentor Facilitator
25. Subject Classes
• Focus on “content” – knowledge
and skills
• Often form an induction to an
established discipline
• Led / taught / assessed by
experts
• Prepare for the future
26. Global citizenship
should…
• emphasise attitudes and values
• emphasise action and
participation
• recognise that students, like
adults, are co-equal citizens now
• set aside traditional ideas of the
teacher as “expert”
28. Not education for …
but
real, authentic engagement in
global citizenship
29. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
working alongside and with young people
to help them
• become more aware of themselves
as global citizens
• become better informed
• change their lives for the better
• make the world a better place
31. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
An international programme to
promote and recognise
development of (young) people
as better global citizens
32. 国际全球公民奖
Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
A framework within which existing
work and activities in schools can
be included, shaped and extended,
but focusing on the development of
individual students.
33. The IGC Award encourages young people
to become better global citizens by:
finding out more about other
cultures and outlooks
34. The IGC Award encourages young people
to become better global citizens by:
finding out more about how their
everyday lives affect the
environment and the lives of
others
35. The IGC Award encourages young people
to become better global citizens by:
taking small actions to make the
world a better place
36. The IGC Award encourages young people to
become better global citizens by:
reflecting on change - their
developing
knowledge, awareness, perspecti
ves and experience
37. International
GLOBAL CITIZEN’S AWARD
The Award
• affirms that students are not future
citizens but citizens now.
• involves students in all aspects
• promotes authentic engagement and
personal experience
38. International
GLOBAL CITIZEN’S AWARD
• is a voluntary programme
• starts with students’ everyday lives
• concentrates on values, attitudes and
action, all related to global citizenship
39. International
GLOBAL CITIZEN’S AWARD
• promotes and recognises
change and development
– not the “standard” reached
• is locally awarded by authorised
centres – with involvement of
participants
40. International
GLOBAL CITIZEN’S AWARD
Encourages wide participation of
students
• no limits on numbers
• wide age range (11+)
• non-competitive
• suitable for wide
ability range
but voluntary
41. International
GLOBAL CITIZEN’S AWARD
Think globally ….
act locally
42. International
GLOBAL CITIZEN’S AWARD
Promoting individual development
by active, informed community
participation at all levels from the
local to the global.
44. International
GLOBAL CITIZEN’S AWARD
1. UNDERSTANDING
OTHER CULTURES
AND OUTLOOKS
45. International
GLOBAL CITIZEN’S AWARD
2. PERSONAL
GLOBAL
FOOTPRINT
46. International
GLOBAL CITIZEN’S AWARD
3. INFLUENCE &
INVOLVEMENT
WITH OTHERS
47. International
GLOBAL CITIZEN’S AWARD
4. RECORDING
AND
REFLECTING
ON CHANGE
48. International
GLOBAL CITIZEN’S AWARD
Understanding other cultures
and outlooks
Reading, Films, TV programmes etc
BUT must include
DIRECT PERSONAL ENGAGEMENT
with person(s) of different outlook
49. International
GLOBAL CITIZEN’S AWARD
Personal Global Footprint
Individual impact on the world –
people and environment – directly
and indirectly
50. International
GLOBAL CITIZEN’S AWARD
Personal Global Footprint
–Being good with money
–Environmental responsibility
51. International
GLOBAL CITIZEN’S AWARD
Being good with money
• Helping things to happen by giving it
away
• Ethical spending
“Buying products or services which
were ethically produced or
delivered and/or which are not
harmful to the environment and
society.”
• Background research, and action
52. International
GLOBAL CITIZEN’S AWARD
Environmental responsibility
• Research and review of personal
environmental impact
and
• appropriate action
53. International
GLOBAL CITIZEN’S AWARD
Influence & involvement with
others
• Personal community service
• Advocacy, Persuasion or
Promotion
• Active decision-making
54. International
GLOBAL CITIZEN’S AWARD
Recording and reflecting on
change and development
“Diary” / “log” in any format and language
allowed by the school; records changes in
knowledge, action and awareness
Reflection individually or with peers, or
mentor - in writing / orally
55. International
GLOBAL CITIZEN’S AWARD
Time involved
- approx 2 hours per week
- 50 total hours
• Understanding other cultures and outlooks
10 – 15 total hours
• Personal global footprint
10 - 15 total hours
• Influence and involvement with others
15 – 20 total hours
• Recording and reflecting on personal change
and development 5 – 10 total hours
(Note: All times include associated research)
56. International
GLOBAL CITIZEN’S AWARD
Awards made at
• Bronze level (6 months min.)
• Silver level (12 months min.)
• Gold level (18 months min.)
57. International
GLOBAL CITIZEN’S AWARD
Why an award?
• It shows the school takes it all
seriously – that it matters
And we should assess and recognise
what we value.
• It recognises and encourages
development of individual students
• It encourages and motivates
participation
58. International
GLOBAL CITIZEN’S AWARD
Why a local award?
• Gives centres “ownership”
• Allows for responding to the local context
with local variations and interpretations
• Enables participants to use any language
• Keeps down bureaucracy and costs
• How could something like this ever be
credibly awarded centrally and
internationally?
59. International
GLOBAL CITIZEN’S AWARD
Key features
• Participants involved in operation of the
Award
- including the Award process
• Participants guided by “mentors” –
including some older participants
• Flexible within a common structure
• Can embrace existing programmes and
activities
60. International
GLOBAL CITIZEN’S AWARD
Key features
• Low cost / low bureaucracy
• Centres only need a computer / Internet
access to take part
• Travel not required
• Minimal global footprint to set up, operate
and run the Award
• Centres share in development of the
Award
61. International
GLOBAL CITIZEN’S AWARD
International aspects include
• Same model offered internationally
• Can be conducted in any language
• International networking / discussion
• International centres contribute to Award
development
62. International
GLOBAL CITIZEN’S AWARD
Assessment / Award
• Fulfils time and participation requirements
– record
• The “diary” / “log” / sequence of
reflections – evidence of change and
development of an appropriate extent
(subjective)
• Group review with peers, adults etc
63. International
GLOBAL CITIZEN’S AWARD
The Award
• Personal development and satisfaction
• Recognition
• Certificate
• Commissioned artefact from another
country – produced in an ethical project
• Donation to a nominated charity
64. International
GLOBAL CITIZEN’S AWARD
Set-up
• Not-for-profit
• Currently operating on voluntary and
unfunded basis
• Centres pay modest contribution
• Low cost (to enable access)
65. Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
The IGC Award in action
www.globalcitizensaward.org
66. International
GLOBAL CITIZEN’S AWARD
Centres
• Centres in 13 countries
• Schools and colleges
o Different curricula
o State and independent
o National and international
67. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
St Timothy’s
School, Stevenson, MA, USA
Older, able students
Announce the Award
requirements, and invite individuals
to compile evidence that they fulfil
these. Provide mentor support.
68. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Academia Británica Cuscatleca, El
Salvador
Operate as an after-school club, with
opportunities for activities within the
regular timetable
69. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Lifehub LLP, Singapore
Independent organisation offering
out of school activities and
programmes
70. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Collège
Champittet, Lausanne, Switzerland
Modify the curriculum to incorporate
elements of the Award for all
students, with voluntary participation
in certain aspects (e.g. on lifestyle).
71. International
GLOBAL CITIZEN’S AWARD
Ways of implementing the Award
Sotogrande International School, Spain
Amman Baccalaureate School, Jordan
Incorporate existing curricular and
service work within the Award
framework, with additional elements
72. International
GLOBAL CITIZEN’S AWARD
But remember the IGC Award is an
Award for development and progress of
individual students,
not for group work (although it includes
an element of this), and not simply for
participation.
81. International
GLOBAL CITIZEN’S AWARD
In its first four years,
Over 900 Awards – at bronze and silver levels
$15,000 donated to charities in the name of Award
recipients
Additional funds for charities raised as part of the
programme
First Fair Trade event in Qatar
One of the first Fair Trade events in Hungary
Lots of families changing transport, energy use
Lots of actions by participants – small and large scale
Changes in perceptions
82. Do your little bit of good
where you are; it’s those
little bits of good put
together that overwhelm
the world.
Desmond Tutu
83. “Education is the most powerful
weapon you can use to change the
world.”
Nelson Mandela
83
85. Premio Internacional de Ciudadano Global
International
GLOBAL CITIZEN’S AWARD
Thank you for your
time and interest
www.globalcitizensaward.org
86. International
GLOBAL CITIZEN’S AWARD
Interested in joining?
Further information at:
www.globalcitizensaward.org
E: boyd.roberts@globalcitizensaward.org
Hinweis der Redaktion
I’m suggesting, along with Oxfam, that awareness – knowledge- is not enough.We need to be developing a capacity to care.In part we can do this by encouraging the development of empathy, for instance through fictional literature. But it also needs to be applied to real life situations.And the purpose of this is to develop caring about.Not enough in itself – needs to have some practical implications – some manifestations.It needs to be reflected in action.And that is the purpose of developing the awareness.Of course this is not a simple linear model, but a self-reinforcing spiral.
After this introduction to set the stage, let’s get to some practicalities.I’m looking at ways in which schools can work with students to enable them to develop a better, more grounded, better informed, more ethical sense of place and position within our global world. I’m suggesting that, whatever your titles or the Awards you’re working towards, it is responsible global citizens that you should be working to develop. And I reckon this is a pretty important and central part of our work.So the first suggestion is giving it this sort of recognition within the school.